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Instructional Alignment Chart Big Idea: Number and Quantity Standard for Grade/Course: Grade 8 Standard for Grade/Course: Algebra I Standard for Grade/Course: Algebra II 8.NS.A.1Know that numbers that are not rational N-RN.3. Explain why the sum or product of two N-RN.1 Explain how the definition of the meaning are called irrational. Understand informally that rational numbers is rational; that the sum of a of rational exponents follows from extending the every number has a decimal expansion; for rational number and an irrational number is properties of integer exponents to those values, rational numbers show that the decimal irrational; and that the product of a nonzero rational allowing for a notation for radicals in terms of expansion repeats eventually, and convert a number and an irrational number is irrational. rational exponents. For example, we define 5 1/3 to decimal expansion which repeats eventually into a be the cube root of 5 because we want (51/3 )3 = rational number 5(1/3)3 to hold, so (51/3 ) 3 must equal 5. Changes Changes Levels of Instruction Implications for instruction and assessment A Study of the Standards Texas Essential Knowledge & Skills ©2014, The Charles A. Dana Center at The University of Texas at Austin 48 Levels of Instruction